Normkritisk praksis - en ny form for eksklusion?

Through an analysis of three cases, we discuss how norm-critical and gender conscious pedagogy produce different ways of participating for different students. The cases take point of departure in observations made in relation to a project which was meant to challenge gendered stereotypes and to further equality in middle school.
In the article we argue that norm-critical and gender conscious intentions do not always result in broadened participation, but rather can contribute to producing resistance towards gender consciousness and even contribute to further marginalization among some students.
If norm-critical and gender conscious pedagogy itself is not the object of critical thinking, the risk is that those practicing it only replace one set of norms with another set of norms; and in worst case, will produce oppositional identity positions that can put the norm-critical project at risk